Learning Resources Required Resources Course Text Developmen

Learning Resourcesrequired Resourcescourse Textthe Development Of Lan

Learning Resources required Resources course Text: The Development of Language Chapter 4, "Semantic Development" Read "Assessing Vocabulary in Bilingual Children" (pp. 105–106) Read "Word-Meaning Awareness: Humor, Metaphor, and Irony" (pp. 108–109) Chapter 8, "Variation in Language Development: Implications for Research and Theory" Read "Linguistic Factors" (pp. 253–254) Article: Fostering Second Language Development in Young Children (PDF) Article: Cultural Diversity and Language Socialization in the Early Years (PDF) Article: Understanding the Impact of Language Differences on Classroom Behavior (PDF) Note: There is no Online Reading this week. Optional Resources Web Article: Brains Show Signs of Two Bilingual Roads Web Article: How the Brain Learns a Second Language Web Article: Babies Raised in Bilingual Homes Learn New Words Differently Than Infants Learning One Language Web Article: Raising Bilingual Children Web Site: Zero to Three FAQ: Dual Language Development: Double the Benefit Web Article: Two or More Languages in Early Childhood: Some General Points and Practical Recommendations Web Article: NAEYC Where We Stand: Many Languages, Many Cultures: Respecting and Responding to Diversity Web Article: Children in America's Newcomer Families: Children in Immigrant Families—The U.S. and 50 States: National Origins, Language, and Early Education Web Article: CAL Digest: Raising Bilingual Children: Common Parental Concerns and Current Research Web Article: CAL Digest: Working with Young English Language Learners: Some Considerations Challenges for Second Language Learnings in School During the complex process of acquiring a second language, children sometimes exhibit behaviors that result in their being incorrectly labeled as "challenging" or as having communication disorders. It is important that every adult, including family members, understand the impact that second language acquisition may have on a child's actions and emotional states. Review the article "Understanding the Impact of Language Differences on Classroom Behavior." Then bring to mind children you know—or know about from this week's readings—for whom English is a second language, and consider the information presented in the reading about behaviors associated with second language learners. With these thoughts in mind: By Day 3: Post: A description of some of the behaviors that children acquiring a second language might exhibit Advice that you might give and/or insights that you might share with family members or early childhood teachers to better support the overall development of a child who is learning a second language

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Children acquiring a second language often display a variety of behaviors that can initially be misinterpreted by caregivers and educators. These behaviors are typically manifestations of the natural process of language development and adaptation to a new linguistic environment. Understanding these behaviors is crucial for supporting these children effectively and fostering their overall development, both linguistically and emotionally.

One common behavior observed in children learning a second language is frequent hesitation or approximation in speech. These children may struggle to find the right words or the appropriate grammatical structures, leading to pauses, filler words, or simplified sentences. For instance, a bilingual child might say "go store" instead of "I want to go to the store," reflecting their developing vocabulary and grammatical understanding (Brisk & Faries, 2018). This hesitation is a typical phase in language acquisition and should not be mistaken for vocabulary deficiency or communication disorders.

Another characteristic is code-switching, where children alternate between languages within a conversation or even a sentence. This behavior is often a strategic attempt to communicate meaning when their vocabulary in one language is limited. It can also reflect a child's strong cultural identity or comfort with both languages. Educators and families should see code-switching as a sign of linguistic flexibility and a positive aspect of bilingual development (García, 2009).

Children acquiring a second language may also display delays in language production, such as shorter sentences or less complex speech. While this can be attributed to the ongoing process of integrating two languages, it might also cause concern among adults unaware of typical bilingual development milestones. It is essential to recognize that such delays are usually temporary and part of the natural progression toward bilingual fluency (Cummins, 2008).

Emotionally, some children might exhibit frustration, withdrawal, or behavioral challenges associated with their language hurdles. They may become upset if they cannot express their needs or feelings effectively or if they face misunderstandings with peers or adults. This emotional response is often misunderstood as insubordination or defiance, but it is frequently rooted in communication difficulties and cultural adjustment (de Jong & Harper, 2005).

To support children during this stage of language development, educators and family members should adopt a supportive and patient approach. Encouraging ongoing communication and validating these children's efforts to express themselves fosters confidence and resilience. Speaking slowly, using gestures, visual aids, and simplified language can help bridge gaps in understanding. Providing a language-rich environment that celebrates both languages and cultures can promote positive identity development and motivation to learn (Hipsky, 2010).

Furthermore, collaborative efforts between families and educators can help monitor progress and provide targeted support. For example, involving bilingual specialists, participating in culturally responsive activities, and maintaining open communication about language milestones can significantly enhance a child's development. It is also vital to educate family members about typical bilingual behaviors to prevent misunderstandings and reduce anxiety about language delays or behavioral issues.

In conclusion, children acquiring a second language exhibit behaviors such as hesitation, code-switching, delayed speech, and emotional reactions. Recognizing these behaviors as part of normal bilingual development allows adults to support these children effectively. With patience, understanding, and culturally responsive strategies, caregivers and teachers can help children thrive linguistically, academically, and socially as they navigate their dual language journeys.

References

• Brisk, B., & Faries, S. (2018). Early childhood language & literacy: Cultural awareness and language diversity. Pearson.
• García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley.
• Cummins, J. (2008). Bilingual children’s educational experiences and outcomes. International Handbook of Bilingual Education, 13-28.
• de Jong, E. J., & Harper, C. (2005). Other people's words: The role of language in shaping immigrant children's identities. The International Journal of Bilingual Education and Bilingualism, 8(2-3), 172-191.
• Hipsky, S. (2010). Supporting bilingual learners: Principles and practices for effective instruction. Corwin Press.
• Grosjean, F. (2010). Bilingual: Life and Reality. Harvard University Press.
• Thomas, W. P., & Collier, V. P. (2002). A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. UCLA National Center for Research on Evaluation, Standards, and Student Testing.
• Flores, N., & Rosa, M. (2015). Undoing appropriateness: Rethinking language education in the era of education reform. Review of Research in Education, 39(1), 208-244.
• Hickman, P. et al. (2013). Promoting language development in culturally and linguistically diverse children. Young Children, 68(3), 10-17.
• Calderón, M., & Slavin, R. (2018). Improving Latino Student Achievement: Profile of a Successful School. Routledge.